TFS Ninth Grade English Summer Reading Assignment [email protected] Required Text: ​
To Kill a Mockingbird ​
­ by Harper Lee Students must have a hard copy of the book (not a digital copy) to bring to class during the first weeks of school. Assignment: Read the required text before school begins. Due Date: 1st day of school (Monday, August 8, 2016). Assessment: Following the first week of school, students will be tested over the novel and complete possible writing or project assignments as well. Active Reading Strategy: Keep a reading journal as you read. Your journal should contain the following: 1. Summary​
: At the end of each chapter, write a brief summary paragraph that reveals how you personally feel about what happened in that chapter. This paragraph should be 4­5 sentences. 2. Question (s):​
Write down at least one question that you developed during your reading that can either be researched or discussed in class. 3. Vocabulary:​
choose 1­5 unfamiliar words from each chapter. Include the page number. Character Focus: Most scholars agree that the main character is Scout, a young girl who witnesses the social injustices of her time and other unpleasant aspects of society, and gains insight, knowledge, and experience. Consider the many images Scout would remember during this time of her life. What would she pick as a memorable image from her life? Either on a Word document or Power point, using multi­media images or hand­drawn original artwork or a combination, create 10 pages/slides that display one item significant from Scout’s point of view. Under each picture, write one ­ four sentences explaining why the item is important to Scout. Bring in a digital copy and be prepared to print out a copy as well. See the example below. Due date: Monday, August 15, 2016. (soapsculptures.com) (​
The character​
)​
found soap carved children in the knot hole of a tree. This gift ​
(​
the character​
)​
later discovered was left to her by ​
(t​
he character),​
​
further exemplifying the connection between the two characters. This was important to Scout because ​
(​
your thoughts and opinion here​
). To Kill a Mockingbird​
is a novel that deals with several sensitive social issues previous to the Civil Rights movement. It is written in the language of the time and illustrates multiple layers of a society in a 1930's southern town. All such material will be handled in a sensitive and academic manner. We encourage parents to discuss the material with their student as this is a time period much removed from our own. th​
Tallulah Falls School 10​
Grade Summer Reading 2016 “To be good is noble; but to show others how to be good is nobler and no trouble.” ~Mark Twain th​
Welcome to the 10​
grade! The purpose of summer reading is many­fold: to keep your mind sharp over the summer, to read great literature, to create a common experience for the beginning of school, and to provide an early sample of your writing ability. If you have any questions about the assignment or about the story itself, please feel free to email me over the summer at [email protected] I would be happy to respond! The Adventures of Tom Sawyer​
by Mark Twain. ​
Read the novel and make 8 one­paragraph entries. Space your entries across the entirety of the text, not just within the beginning, middle or end. Instructions: ​
For each entry mentioned above, be sure to precede it with a quote from the text. Use quotation marks and put the author’s last name and page number in parentheses as in the following example from ​
Adventures of Huckleberry Finn​
: “You don’t know about me without you’ve read a book by the name of ​
The Adventures of Tom Sawyer​
, but that ain’t no matter” (Twain 1). With each entry, reflect on a particular aspect of the story that caught your attention, sparked wonder, incited rage, caused confusion, etc. In short, you decide what you want your paragraph to be about. Just make sure it relates to the quote you select and demonstrates an understanding of the story. Example Paragraph Entry In chapter 18 of ​
Adventures of Huckleberry Finn​
, Buck says, "Oh, yes, pa knows, I reckon, and some of the other old people; but they don't know now what the row was about in the first place" (Twain 136). This quote is significant to me because it alludes to Shakespeare's most famous tragic love story. In​
Romeo and Juliet​
, the Montagues and the Capulets feuded so long that most of their family had no clue what the feud was about. In ​
Adventures of Huckleberry Finn​
with the Shepherdsons and the Grangerfords, the same situation arises, which illustrates how deeply Mark Twain delved into classic literature for his literary inspiration​
. Have a great summer, and maybe your parents will let you paint a fence too!—especially if you ask nicely and offer to pay for the privilege. Summer Reading 2016 English 11 – Mrs. Kelli Bly Novel for Summer Reading Tuesdays With Morrie​
– by Mitch Albom Mitch Albom tells the story about his reconnection with a favored college professor, Morrie Schwartz, who is dealing with the debilitation of the degenerative disease ALS. He and Morrie spend their Tuesdays together talking about love, happiness, and life lessons. “An elegantly simple story about a writer getting a second chance to discover life through the death of a friend.” ​
Assignments Directions: Read ​
Tuesdays with Morrie​
and complete ​
each​
of the following activities. Upon completion, the documents, which must be typed, should be placed into a notebook (paper notebook with 3 clips only – please do ​
NOT​
use a thick 3­ring binder). This activity is due on Tuesday of the first week of school. Be prepared to complete an activity and an assessment that demonstrate your understanding of the novel. ​
(See below for specific instructions on each activity.) 1. Compile a list of six (6) quotes: three said by or about Morrie AND three said by or about Mitch. These quotes must demonstrate some quality, value, challenge, or learning experience related to each man. These quotes will be used in a Literary Analysis essay, so be sure that they are strong, detailed quotes that share important information about the characters and the events of the story. Include the following: A. the quote B. a 2­3 sentence description of what the quote demonstrates about the character C. the page number on which the quote was found Print and add to your notebook​
. 2. Keep a journal of reflections as you read, writing three (3) entries at different points in the novel. The first is your initial impression of the novel—the characters and their story. The second reflection is to be written toward the middle of the novel, and the third is about the ending. For each entry, describe what is happening in the novel at that point, explain the importance of the actions that are occurring, and discuss your impression of that part of the story. The final and fourth entry​
will be your overall impression of the novel. What important lessons can you learn from the story and how could you apply those lessons to your own life? Each reflection must be ​
at least a full paragraph​
and ​
include specific details​
from your reading. This activity must be completed on a Word document. ​
Print and add to your notebook. ​
3. Locate a newspaper or magazine article (​
provide a copy of the article; if online, print a copy​
) that illustrates someone portraying a value and/or characteristic similar to Mitch or Morrie. This action must take place during ​
this summer​
, May – July 2016. A. Create a bulleted list summarizing the main details of the person and his or her experience. Be sure to cover ​
Who the article is about, What happened to this person, When this happened, Where this event took place, ​
and​
Why this experience​
was Significant. B.
Use the information in your list and from your understanding of the person and his or her experience to complete a Bio Poem. A Bio Poem is a sketch of details about a topic—in this case, a person who is similar in some way to Morrie or Mitch. C.
Include a Work Cited entry at the bottom of your summary page for the article using MLA format. D. Complete this activity on a Word document. ​
Print and add to your notebook. 4. This final activity will give you the opportunity to express yourself in the format that you feel is best suited for your learning style and strengths. Your summer reading project allowed you to read about people whose values affected their own lives as well as the lives of others. Create a product that introduces yourself to me and provides some insight into what you believe to be your values and strengths of character. Here are some ideas of possible formats: Wordle, Movie Maker, a poster, a short story, a pamphlet, a flyer, an original song or poem, or an existing song that represents you that plays in the background of a video or photo presentation with some text that explains who you are and what you value. I’d like to see your creativity and imagination. Because we all express ourselves in different ways, I am allowing you to choose the format. Just be sure that it is creative, ​
thorough in length and content​
, and not hastily put together. ​
(*I understand that there may be some formats that are unable to be printed.) I look forward to working with each of you next year. If you have any questions over the summer about these assignments, please contact me at [email protected] See you in August! Mrs. Bly 12th Grade Summer Reading 2016­2017 All seniors must read two texts​
. The first title is required of all seniors, but you may choose from a list for your second book. Bring back to school a hard copy of “The Last Lecture” for reference throughout the year. Text One The Last Lecture​
– Randy Pausch (ISBN#978­1­4013­2325­7) 1. Give an index cards (3x5 or 4 x 6) to five different people (family or friends) to respond to the following four questions below on the note cards. ​
ONLY ONE of these people can be a student, faculty, or staff member of TFS. Make sure each person includes his/her first name and relationship to you. 1. What is a good piece of advice about life that you can pass on to others? 2. What matters most to you in life? 3. Share one of the ​
greatest lessons​
you have learned throughout your life? 4. How do you want to be remembered by others? 2. On Word document, write down 5 direct quotes/bits of advice (actual lines) from ​
The Last Lecture that are particularly memorable to you. Write them word for word and indicate from what page or pages the lines come. Then, focus on ONE of the five quotes you selected and write a well­written paragraph (5­7 sentences) explaining why this one particular quote is your favorite from the book and why. 3. Slogans, bumper stickers, and quotes are cool ways to condense moments and comments into short representations of learning moments, events, or other reflections about life. Consider this book and how you would create your own symbolic visual tribute to the text. On unlined paper no smaller than an 8½ x 11” size but not any larger than a tabloid­sized paper (11 x 17), design your own visual tribute in pictures and words in a collage that represents your experience of reading ​
The Last Lecture. [Do not merely copy or paraphrase any of Randy’s quotes from the book; do not find another well­known quote and copy that either.]Be original! Text Two Choose one of the following as your second text. Alive – Piers Paul Read Whisper of the River – Ferrol Sams A Long Way Gone – Ishmael Beah Into Thin Air – Jon Krakauer A Thousand Splendid Suns – Khaled Hosseini Snow Flower and the Secret Fan – Lisa See The Things They Carried – Tim O’Brien For the second selection, complete the assignments below. They can be typed or hand­written ​
in ink​
. A. CHARACTER & POINT OF VIEW (POV): Write down FOUR memorable or insightful lines (1­2 sentences) from the text. After the lines, write the page number. These lines reveal something significant about the main character’s feelings or thoughts​
. (You may consider the main character or another character as well. It may be a pivotal moment when the character experiences an epiphany, a resolution, a moment of transformation, or some other significant metamorphosis of the character. Next, pick ONE event, one plot incident from the text and write a well­written paragraph of ​
5­7 sentences from the 1st​
person point of view of a character. Because it is first­person, you will use “I” and write from that character’s POV. Then choose another character and write from that character’s point of view. Focus on the same event that you wrote about in the first paragraph. Not only can you discuss the event itself, but you can also refer to the other character that you assumed from the first paragraph. B. QUESTIONING: Write down TEN questions as you read (an active reading strategy). ​
Do not create more than one question from any one chapter, so spread out your questions. ​
Create FIVE closed­ended questions that can be answered only if the book is actually read. (These can be answered with a word or phrase. An example: “To where did the man travel during the summer”?) FIVE questions must be open­ended questions that cannot be answered in a word or phrase. (An example of this would be “What was the most exciting part of the book and why?) C. CREATIVE WRITING: Hopefully, you enjoyed the reading experience, but sometimes we all wish we could change a part of the book to suit us more. In a response of 1­2 paragraphs, decide what part of the book you would change – it can be the outcome of the conflict, the demise of a character, the outcome of an event, etc… 1} Make sure you clearly identify what part you would change and 2}why your change it. 3} How would the change affect the story overall? In conclusion, you will complete the following: The Last Lecture ● Index card comments ● 5 Quotes and 1 paragraph ● 1 Visual Representation Second Book (Your Choice) ● 4 Lines from the book (w/page #s) ● 2 Paragraphs from 2 different POVs ● 10 Questions (5 Closed­ended & 5 Open­Ended) ● 1­2 Paragraph “Alternate Creative Writing” If you have any questions, contact me at [email protected] See ya this fall!